Effectiveness of the Services Delivered by Special Schools for Children with Intellectual Disability

Title

Effectiveness of the Services Delivered by Special Schools for Children with Intellectual Disability

Creator

Joseph, Salomy

Contributor

Thomas, Princy

Description

Special schools are the most widespread in the country among the various models for the education of children with intellectual disabilities. In India, there are large number of special schools for children with intellectual disabilities, implementing special education programme using various methods and materials. The present research attempts to determine the effectiveness of special schools rendering services for children with intellectual disability. A comprehensive understanding of the practices followed by different special schools would provide more insight into the functioning of special schools that serve children with intellectual disability. This study explores the various practices in special schools and the progress of children in self-care, behaviour and communication after receiving special education. The study also focused on understanding the progress of children with mild, moderate, and severe intellectual disability. The study used mixed research method. A causal design was used to assess special schools' effectiveness with a focus on self-care, behaviour, and communication of children. Both quantitative and qualitative method of data collection and interpretation were done to conclude the study. The self-structured interview schedule was used for qualitative research and collected information from 12 special schools. Cases were developed based on the qualitative data. Within-case and cross-case analysis with thematic analysis were used for analyzing the data. Quantitative data was collected from caretakers of 98 children, using a standardized tool Behavioural Assessment scale for Indian Children with Mental Retardation (BASIC- MR). The impact of special education on the self-care, communication and behaviour of Children with Intellectual Disabilities were analyzed with Wilcoxon Signed Rank test using the baseline data and their progress of the children after five years in special school. The result shows that there are changes in behaviour, self-care and communication of children with ID after they joined special school. The results also highlighted that there is a difference in children's progress based on the level of intellectual disability (mild, moderate and severe). The qualitative analysis explained the best practices exhibited by special schools for children with ID.

Source

Author's Submission

Date

2024-01-01

Publisher

Christ(Deemed to be University)

Subject

Social Work

Rights

Open Access

Relation

61000299

Format

PDF

Language

English

Type

PhD

Identifier

http://hdl.handle.net/10603/545557